Biodiversity: Unit Review

Diversity within a species, among species in a community, and among communities and habitats.

Place B. It has more species (11). Biodiversity is about variety.

A population is one species in an area; a community is all the populations of different species there.

kingdom, phylum, class, order, family, genus, species

Castor canadensis (genus capitalized, species lowercase).

***Acer rubrum* and Acer saccharum** (red and sugar maple). They share the genus Acer.

They cannot make their own food; they absorb it from what they grow on.

Snapping turtle: vertebrate, reptile. Crayfish: invertebrate, arthropod (crustacean). Chickadee: vertebrate, bird. Spider: invertebrate, arthropod (arachnid).

Insect: 3 body parts, 6 legs, usually antennae. Arachnid: 2 body parts, 8 legs, no antennae.

For example: "Is its skin dry and scaly?" (snake yes, frog no) or "Does it have legs?" (frog yes, snake no).

Conifers: cones. Flowering plants: fruits.

Mosses or ferns.

A partnership of a fungus and an alga (or certain bacteria).

One. Keep everything else the same.

Some individuals may be resistant; they survive and reproduce, so the species continues.

Range: 18 − 13 = 5 mm. Mode: 14 mm.

It decreases.

Its ability to resist harm and recover after a disturbance.

The other species are not affected, so the forest keeps its canopy, food and shelter, and young trees of other species fill the gaps.

Seeds and animals move back in (recolonize) from them.

(a) mutualism, (b) parasitism, (c) commensalism.

Their dams create ponds and wetlands that are habitat for many species.

Lynx 12 ≥ 12 → hares 120 − 20 = 100. Hares 100 ≥ 100 → lynx 12 + 2 = 14.

It is non-native, spreads quickly and causes harm.

For example: zebra mussel smothers native mussels; emerald ash borer kills ash trees; garlic mustard crowds out native wildflowers; round goby eats native fish eggs.

For example: clean, drain, dry boats; buy firewood where you burn it; never release pets; brush off boots; plant native species.

Climate (a usual pattern over many years).

Any two: habitats change faster than species adapt, ranges shift and some species are blocked, sea ice shrinks, timing gets out of step, pests spread north, extreme events like droughts and wildfires, coral bleaching.

Dark surfaces absorb more of the Sun's energy. It models how melting sea ice uncovers dark ocean water, which absorbs more energy and warms more.

Corn, beans, squash. For example: beans climb the corn; beans add nitrogen; squash shades the soil.

Different varieties suit different conditions, so some always produce a harvest.

For example: pollinators, soil bacteria and fungi, pest-eating insects and birds like ladybugs.

For example: clean water, clean air, pollination, healthy soil, flood control, carbon storage.

Extinct: gone everywhere. Extirpated: gone from one area but alive elsewhere.

For example: habitat loss for frogs, turtles and birds; more flooding; dirtier water; stored carbon released.

Identify and research the issue → consider perspectives → list and compare options → make a plan → act → share and reflect.

For example: park visitors who drive, local naturalists, town council, nearby residents, local First Nation, pollinator-loving gardeners, children who play there.

It is polite, uses facts, explains why the issue matters, and suggests a realistic solution.